research-oriented teaching: a tool to develop skills for ... · prof. dr. brigitta schütt | freie...

Prof. Dr. Brigitta Schütt | Freie Universität Berlin

Research-Oriented Teaching:A tool to develop skills for problem solving strategies

Brigitta SchüttFreie Universität BerlinPhysical Geography


Principles

Research-oriented teaching at Freie Universität Berlin …

… meets high scientific standards and is based on current research

… enables critical reflection and thinking

… motivates and promotes societal commitment

… prepares for both research and evidence based professions

… supports international exchange

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but also can be transferred (to apply);

Learning TargetsKnowing - knowledge can be repeated;

Understanding - the capacity to gather knowledge

Analysing - the capacity to describe

Directing - knowledge is not only known,

in a systematic way (to classify);and information and to organize them

complex structures, to idenify causes andeffects and to understand processes.


Dimensions of Teaching-Research Nexus

RESEARCH CONTENT

STUDENT-FOCUSED

RESEARCHPROCESSES

Research-tutoredStudents write papers and essays discussing current research

Research-basedStudents carry out small research projects in groups

Research-ledStudents attend lectures based on current research activities of the lecturer

Research-orientedStudents take actively part in research projects mentored by a researcher

TEACHER-FOCUSED

4based on Healey (2005)


Good Practice in Research-Oriented Teaching

at Freie Universität Berlin

An Example

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Topics will be grouped in interdisciplinary modulesfocussing on problems and holistic concepts rather than disciplines.

They comprise modern tools like GIS, the integration of traditional knowledge and participatory approaches in sustainable resource management.

Teaching Concept

Project Module


Overall Goal

Field Excercises – A Pilot Project

International Course on Landscape SensitivityArba Minch Water Technology Institute August 2002 and August 2003

Understanding the processes of erosion and waterbalance in space and time in a watershed.

Project Module


It was intended that the students develop conceptsfor the sustainable management of limited waterand soil resources of the Hare catchment area,southern Ethiopian Rift Valley region.

Overall Goal



Project Module


The module is composed of three components:(1) An Introduction, including lectures, field tripsand presentations by students (1 week), …

Configuration of the Project Module



Project Module

Prof. Dr. Brigitta Schütt | Freie Universität BerlinDAAD Deutscher Akademischer AustauschdienstGerman Academic Exchange Service


The module is composed of three components:(2) … field training (2 weeks) …




The module is composed of three components:

Project Module


The module is composed of three components:




(3) … a Seminar, where data collected during fieldtraining are evaluated, modelled, compiled in areport und presented in a final workshop (3 weeks).

Project Module


1. Describing soil-water-interaction.2. Determination of catchment area characteristics important for

modelling of soil erosion risk and water budget.3. Comparison of different modelling results.

Learning targets:



Project Module


Relief character

Results


Project Module


Land usecharacter

Results


Project Module


Water balance – time series analysis and hydrograph modelling.

Results


Project Module


Analysing landscape characters and predicting active erosion risk.

Results


Project Module


Learning targets – soft skills: 4. Independent working.5. Presentation of results.

1. Intercultural cooperation.2. Intercultural communication.3. Interdisciplinary teamwork.



Project Module


Studies require a high standard of student’s self-organisation and self-responsibility.

Teachers act more as advisors and supervisorsthan as typical instructors.

Character of the programme and teaching concept

Project Module


The limitations of disciplinary concepts will bedemonstrated.

Disciplinary concepts need to be overcome to identifysustainable solutions.

Learning TargetsProject Module


Research CompetenciesScientific knowledge is reflected knowledge- Reflecting on methodological limitations- Reflecting on practical application- Reflecting on social and ethical relevance

Scientific knowledge requires scientific communication- Presentation of scientific results- Publication of scientific results

Scientific knowledge is methodologically controlled- Determining the sources of information- Collecting and processing of information- Analysis and interpretation of information

Scientific knowledge is cumulative- Discussing theoretical approaches- Reviewing previous research- Identifying gaps or contradictions- Rationale for a research question

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Thankyou verymuch foryourattention!


Principles

Teaching and learning principles according to our motto:

VERITASWe require commitment to high methodological standards and proper academic practices

IUSTITIAWe foster talents regardless of sex, social, ethnic or religious background

LIBERTASWe encourage autonomy and self-regulation in the learning process

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research-oriented teaching: a tool to develop skills for ... · prof. dr. brigitta schütt | freie...

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